The week numbers are this repository’s proposal, not DepEd’s. A school’s approved Budget of Work replaces every one of them. The competency text and the quarter it belongs to are the guide’s own.
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Term 1 June – September
Quarter 1◆ Science of Materials — what this quarter is driving toward
Content standards
1. Scientists use models to explain phenomena. 2. The particle model explains the properties of solids, liquids, and gases and the processes involved in changes of state. 3. Diagrams and flowcharts are very useful in demonstrating and explaining the motion and arrangement of particles during changes of state. 4. There are specific processes for planning, conducting, and recording scientific investigations. 5. The properties of solutions such as solubility and reaction to litmus determine their use.
Performance standard
By the end of the Quarter, learners recognize that scientists use models to describe the particle model of matter. They use diagrams and illustrations to explain the motion and arrangement of particles during changes of state. They demonstrate an understanding of the role of solute and solvent in solutions and the factors that affect solubility. They demonstrate skills to plan and conduct a scientific investigation making accurate measurements and using standard units.
Performance task (from the guide)
Design and carry out an investigation to determine the amount of salt in a sample of seawater.
1Week
Why scientists use models at all
Quarter 1◆ Science of MaterialsQ1 · 1
Curriculum guide competency
1. recognize that scientists use models to explain phenomena that cannot be easily seen or detected
Competency placed; teaching materials not built
2Week
The Particle Model stated and what particles are always doing
Quarter 1◆ Science of MaterialsQ1 · 2–3
Curriculum guide competencies
2. describe the Particle Model of Matter as "All matter is made up of tiny particles with each pure substance having its own kind of particles."
3. describe that particles are constantly in motion, have spaces between them, attract each other, and move faster as the temperature increases
Competency placed; teaching materials not built
3Week
Arrangement, spacing and motion in the three states
Quarter 1◆ Science of MaterialsQ1 · 4
Curriculum guide competency
4. use diagrams and illustrations to describe the arrangement, spacing, and relative motion of the particles in each of the three states of matter
Competency placed; teaching materials not built
4Week
Changes of state in terms of particles and energy
Quarter 1◆ Science of MaterialsQ1 · 5
Curriculum guide competency
5. explain the changes of state in terms of particle arrangement and energy changes: a. solid → liquid → vapor, and b. vapor → liquid → solid
The five steps of an investigation and measuring in standard units
Quarter 1◆ Science of MaterialsQ1 · 6–7
Curriculum guide competencies
6. follow appropriate steps of a scientific investigation which includes: a. aim or problem, b. materials and equipment, c. method or procedures, d. results including data, and e. conclusion
7. make accurate measurements using standard units for physical quantities and organize the collected data
Competency placed; teaching materials not built
6Week
Solute and solvent and expressing concentration quantitatively
Quarter 1◆ Science of MaterialsQ1 · 8–9
Curriculum guide competencies
8. identify the role of the solute and solvent in a solution
9. express quantitatively the amount of solute present in a given volume of solvent
Competency placed; teaching materials not built
7Week
What affects solubility and acids, bases and salts with litmus and handling equipment
Quarter 1◆ Science of MaterialsQ1 · 10–12
Curriculum guide competencies
10. demonstrate how different factors affect the solubility of a solute in a given solvent, such as heat
11. identify solutions found at home and in school that react with litmus indicator, as acids, bases, and salts; and
12. demonstrate proper use and handling of science equipment
Competency placed; teaching materials not built
8Week
Quarter 1 performance task — how much salt is in seawater?
Quarter 1◆ Science of MaterialsPerformance taskQ1 · PT
Competency placed; teaching materials not built
Quarter 2● Life Science — what this quarter is driving toward
Content standards
1. Familiarity and proper use of a compound microscope are essential to observe cells. 2. The organelles of plant and animal cells can be identified using a compound microscope. 3. Cells are the basic unit of life and mitosis and meiosis are the basic forms of cell division. 4. Fertilization occurs when a male reproductive cell fuses with a female reproductive cell. 5. Sexual reproduction is the basis of heredity. 6. The level of biological organization provides a simple way of connecting the simplest part of the living world to the most complex. 7. Identifying trophic levels helps understand the transfer of energy from one organism to another.
Performance standard
By the end of the Quarter, learners demonstrate understanding of the parts and function of a compound microscope and use this to identify cell structure. They recognize that the cell is the basic unit of life. They explain that there are two types of cell division, and that reproduction can occur through sexual or asexual processes. They use diagrams to make connections between organisms and their environment at various levels of organization.
Performance task (from the guide)
Create a visual representation, such as poster, model, or e-poster, explaining the trophic level in a chosen ecosystem.
9Week
The compound microscope: parts, handling, storing
Quarter 2● Life ScienceQ2 · 1
Curriculum guide competency
1. identify the parts and functions, and demonstrate proper handling and storing of a compound microscope
Competency placed; teaching materials not built
10Week
Finding the parts of a cell
Quarter 2● Life ScienceQ2 · 2
Curriculum guide competency
2. use proper techniques in observing and identifying the parts of a cell with a microscope such as the cell membrane, nucleus, cytoplasm, mitochondria, and chloroplasts
Competency placed; teaching materials not built
11Week
Unicellular and multicellular and plant against animal cells
Quarter 2● Life ScienceQ2 · 3–4
Curriculum guide competencies
3. recognize that some organisms consist of a single cell and some of many cells
4. differentiate plant and animal cells based on their organelles
Competency placed; teaching materials not built
Term 2 September – December
Quarter 2● Life Science — what this quarter is driving toward
Content standards
1. Familiarity and proper use of a compound microscope are essential to observe cells. 2. The organelles of plant and animal cells can be identified using a compound microscope. 3. Cells are the basic unit of life and mitosis and meiosis are the basic forms of cell division. 4. Fertilization occurs when a male reproductive cell fuses with a female reproductive cell. 5. Sexual reproduction is the basis of heredity. 6. The level of biological organization provides a simple way of connecting the simplest part of the living world to the most complex. 7. Identifying trophic levels helps understand the transfer of energy from one organism to another.
Performance standard
By the end of the Quarter, learners demonstrate understanding of the parts and function of a compound microscope and use this to identify cell structure. They recognize that the cell is the basic unit of life. They explain that there are two types of cell division, and that reproduction can occur through sexual or asexual processes. They use diagrams to make connections between organisms and their environment at various levels of organization.
Performance task (from the guide)
Create a visual representation, such as poster, model, or e-poster, explaining the trophic level in a chosen ecosystem.
12Week
Mitosis and meiosis
Quarter 2● Life ScienceQ2 · 5
Curriculum guide competency
5. recognize that cells reproduce through two types of cell division, mitosis and meiosis, and describe mitosis as cell division for growth and repair
Competency placed; teaching materials not built
13Week
How genetic information passes on and sexual against asexual reproduction
Quarter 2● Life ScienceQ2 · 6–7
Curriculum guide competencies
6. explain that genetic information is passed on to offspring from both parents by the process of meiosis and fertilization
7. differentiate sexual from asexual reproduction in terms of number of parents involved and similarities of offspring to parents
Competency placed; teaching materials not built
14Week
Levels of organisation, cell to biosphere
Quarter 2● Life ScienceQ2 · 8
Curriculum guide competency
8. use a labelled diagram to describe the connections between the levels of biological organization from cells to the biosphere
Competency placed; teaching materials not built
15Week
Trophic levels and energy transfer between them
Quarter 2● Life ScienceQ2 · 9–10
Curriculum guide competencies
9. describe the trophic levels of an organism as levels of energy in a food pyramid; and
10. use examples of food pyramids to describe the transfer of energy between organisms from one trophic level to another
Competency placed; teaching materials not built
16Week
Quarter 2 performance task — a trophic-level representation for a chosen ecosystem
Quarter 2● Life SciencePerformance taskQ2 · PT
Competency placed; teaching materials not built
Quarter 3▶ Force, Motion, and Energy — what this quarter is driving toward
Content standards
1. Scientists and engineers analyze forces to predict their effects on movement. 2. Vectors differentiate the concepts of speed and velocity. 3. Graphing motion provides more accurate predictions about speed and velocity. 4. The particle model explains natural systems and processes. 5. Scientists and engineers conduct innovative research to find solutions to the current global energy crisis by seeking renewable energy solutions.
Performance standard
By the end of the Quarter, learners employ scientific techniques, concepts, and models to investigate forces and motion and represent their understanding using scientific language, force diagrams, and distance-time graphs. They use their curiosity, knowledge and understanding, and skills to propose solutions to problems related to motion and energy.
Performance task (from the guide)
Develop a 2–4 page brochure for parents or leaders in your community to inform them about modern technologies that can be used sustainably to transform heat into electricity in the local community.
17Week
Forces act between objects and balanced against unbalanced, in daily life
Quarter 3▶ Force, Motion, and EnergyQ3 · 1–2
Curriculum guide competencies
1. identify that forces act between objects and can be measured
2. identify and describe everyday situations that demonstrate balanced forces and unbalanced forces
Competency placed; teaching materials not built
18Week
Free-body diagrams
Quarter 3▶ Force, Motion, and EnergyQ3 · 3
Curriculum guide competency
3. draw a free-body diagram to represent the relative magnitude and direction of the forces
Competency placed; teaching materials not built
19Week
What unbalanced forces do to speed and direction
Quarter 3▶ Force, Motion, and EnergyQ3 · 4
Curriculum guide competency
4. identify that when forces are not balanced, they can cause changes in the object's speed or direction of motion
Competency placed; teaching materials not built
20Week
Distance and displacement and speed and velocity
Quarter 3▶ Force, Motion, and EnergyQ3 · 5–6
Curriculum guide competencies
5. explain the difference between distance and displacement in relation to a reference point
6. distinguish between speed and velocity using the concept of vectors
Competency placed; teaching materials not built
21Week
Uniform velocity on a distance–time graph
Quarter 3▶ Force, Motion, and EnergyQ3 · 7
Curriculum guide competency
7. describe uniform velocity and represent it using distance-time graphs
Competency placed; teaching materials not built
22Week
Heat against temperature and conduction, convection, radiation
Quarter 3▶ Force, Motion, and EnergyQ3 · 8–9
Curriculum guide competencies
8. explain the difference between heat and temperature
9. identify advantageous and disadvantageous examples of conduction, convection, and radiation
Competency placed; teaching materials not built
Term 3 January – April
Quarter 3▶ Force, Motion, and Energy — what this quarter is driving toward
Content standards
1. Scientists and engineers analyze forces to predict their effects on movement. 2. Vectors differentiate the concepts of speed and velocity. 3. Graphing motion provides more accurate predictions about speed and velocity. 4. The particle model explains natural systems and processes. 5. Scientists and engineers conduct innovative research to find solutions to the current global energy crisis by seeking renewable energy solutions.
Performance standard
By the end of the Quarter, learners employ scientific techniques, concepts, and models to investigate forces and motion and represent their understanding using scientific language, force diagrams, and distance-time graphs. They use their curiosity, knowledge and understanding, and skills to propose solutions to problems related to motion and energy.
Performance task (from the guide)
Develop a 2–4 page brochure for parents or leaders in your community to inform them about modern technologies that can be used sustainably to transform heat into electricity in the local community.
23Week
Convection and conduction in particle terms and heat-to-electricity devices
Quarter 3▶ Force, Motion, and EnergyQ3 · 10–11
Curriculum guide competencies
10. explain in terms of the particle model the processes underlying convection and conduction of heat energy; and
11. gather information from secondary sources to identify and describe examples of innovative devices that can be used to transform heat energy into electrical energy
Competency placed; teaching materials not built
24Week
Quarter 3 performance task — a community brochure on heat-to-electricity technology
Quarter 3▶ Force, Motion, and EnergyPerformance taskQ3 · PT
Competency placed; teaching materials not built
Quarter 4■ Earth and Space Science — what this quarter is driving toward
Content standards
1. Rapid movements along normal, reverse or strike-slip faults cause earthquakes. 2. The damage or effects on communities depend on the magnitude of and distance from an earthquake. 3. Sunlight is the Earth's external source of energy. 4. Solar energy influences the atmosphere and weather patterns. 5. The revolution, rotation, and the tilt of the Earth explain the patterns of day and night and the seasons.
Performance standard
By the end of the Quarter, learners appreciate the value of using systems to analyze and explain natural phenomena and demonstrate their understanding in explaining the dynamics of faults and earthquakes. They are confident in identifying and assessing the earthquake risk for their local communities using authentic and reliable secondary data. They use the country's disaster awareness and risk reduction management plans to identify and explain to others what to do in the event of an earthquake.
Performance task (from the guide)
A. Design, test, and evaluate a model house that can withstand a model earthquake. B. Design, test, and evaluate a model of an innovative house that can adapt to the different weather conditions in the country.
25Week
Normal, reverse and strike-slip faults
Quarter 4■ Earth and Space ScienceQ4 · 1
Curriculum guide competency
1. classify geological faults according to the angle of the fault plane and direction of slip
Competency placed; teaching materials not built
26Week
How fault movement generates an earthquake
Quarter 4■ Earth and Space ScienceQ4 · 2
Curriculum guide competency
2. use models or illustrations to explain how movements along faults generate earthquakes and identify which types of faults are most likely to occur in the Philippines and explain why
Competency placed; teaching materials not built
27Week
Magnitude and its effects and PHIVOLCS FaultFinder and local risk
Quarter 4■ Earth and Space ScienceQ4 · 3–4
Curriculum guide competencies
3. describe how the effects of earthquakes on communities depend on their magnitude
4. use the PHIVOLCS FaultFinder or other reliable information source to identify where the nearest fault system is located from their community and assess the risk of earthquakes to their local community
Competency placed; teaching materials not built
28Week
Fault models: focus and epicentre, magnitude and intensity, tsunami or not
Quarter 4■ Earth and Space ScienceQ4 · 5
Curriculum guide competency
5. make models of fault scenarios to illustrate the epicenter of an earthquake from its focus, the intensity of an earthquake from its magnitude, and how underwater earthquakes may or may not generate tsunamis
Competency placed; teaching materials not built
29Week
The local disaster readiness plan and how earthquakes cause tsunamis
Quarter 4■ Earth and Space ScienceQ4 · 6–7
Curriculum guide competencies
6. refer to the local disaster readiness plans to demonstrate what to do during and after an earthquake
7. explain how earthquakes result in tsunamis that devastate shoreline communities
Competency placed; teaching materials not built
30Week
Tsunami alerts, and what a coastal community does
Quarter 4■ Earth and Space ScienceQ4 · 8
Curriculum guide competency
8. describe procedures that the authorities have in place to alert communities of pending tsunamis
Competency placed; teaching materials not built
31Week
Solar energy and the atmosphere and the tilt and sunlight intensity
Quarter 4■ Earth and Space ScienceQ4 · 9–10
Curriculum guide competencies
9. explain how energy from the Sun interacts with the atmosphere
10. make a physical model or use drawings to demonstrate how the tilt of the Earth relative to its orbit affects the intensity of sunlight absorbed by different areas over a year
Competency placed; teaching materials not built
32Week
The tilt and the length of daytime and breezes, monsoons and the ITCZ
Quarter 4■ Earth and Space ScienceQ4 · 11–12
Curriculum guide competencies
11. explain, using models, how the tilt of the Earth affects the changes in the length of daytime; and
12. explain how solar energy contributes to the occurrence of land and sea breezes, monsoons, and the Intertropical Convergence Zone (ITCZ)
Competency placed; teaching materials not built
33Week
Quarter 4 performance task — an earthquake-resistant model house, or a weather-adaptive one
Quarter 4■ Earth and Space SciencePerformance taskQ4 · PT